Adapted Curriculum, PreK-12
Supporting school teams working with students with disabilities who are accessing an adapted curriculum based on the aligned standards of learning.
The Adapted Curriculum program provides direct and indirect support to schools in the instruction of students who are accessing an adapted curriculum and who are receiving services for autism (AUT), intellectual disabilities (ID), intellectual disabilities severe (IDS), noncategorical elementary (NCE), and physical disabilities (PD). These services are referred to as Category B services within FCPS. Special education services for students receiving category B services are designed for students with low incidence disabilities who exhibit moderate to significant delays in the areas of language, communication, cognition, socialization, and adaptive functioning that impact their ability to demonstrate progress in the general curriculum.
Included in this program are training resources and supports for special education teachers, paraprofessionals, school-based administrators, and other staff to meet the needs of students with disabilities. Professional development has an emphasis on best practices for instruction including the use of evidence-based instructional practices and specialized instructional programs.
Support is provided through:
- Applied Behavior Analysis (ABA)
- Assessment resources and support
- Behavior management support
- Behavior crisis management
- Classroom consultation
- Curriculum development and resources
- Disability awareness
- Extended School Year (ESY)
- Parent training and support
- Support for school administrators
- Staff development and training
Support to Schools
Support to schools is provided through:
- Professional development in the areas of essential literacy and math, life skills, behavior management, assessment, and data collection.
- Recommendations to teachers on ways to adapt curriculum and instructional materials to address individual student learning needs.
- Classroom consultations to address individualized instructional interventions and positive behavior programming.
- Consultations with school administrators to address program development, program modifications, and instructional oversight.
- Environmental assessments and recommendations for structural modifications to accommodate the needs of students with physical disabilities.
- Curriculum development and instructional support during ESY Support is provided to parents through targeted trainings in collaboration with Parent Resource Center, classroom consultations, and participation in parent-teacher conferences.
Services for students with low incidence disabilities are delivered based on a continuum of placement options that include base schools, regional programs, and center sites. Instruction is based on individual needs as specified in students' individualized education programs (IEP). Special education services range from support in general education settings to specialized instruction in self-contained special education classes.
The academic instructional program for students on an adapted curriculum is guided by the general education curriculum and provides instruction with an additional focus on life skills. The curriculum emphasizes skills necessary for and relevant to independent functioning, allowing each student to reach his or her highest possible level of independence.
- The focus of instructional programming is on developing core academic knowledge, improving social skills and adjustment, increasing appropriate behaviors, and developing critical career and work skills in preparation for a productive adult life.
- Community-based instruction (CBI) is a key component of educational programming for students with low incidence disabilities on an adapted curriculum. This program gives students the opportunity to develop both life skills and work skills in a variety of real-life settings.
- High school students can participate in foundations elective courses; English, science, U.S. and Virginia history and world history. These courses are designed to provide students with the opportunity to participate in general education content courses where curriculum can be modified and presented at an individualized pace of instruction without the requirement of an end-of-course test. Instruction for students with low incidence disabilities on an adapted curriculum involves the use of specialized strategies.
- Visual strategies are often used to support communication and acquisition of content knowledge.
- Principles of ABA are used to address behavioral challenges and teach new skills. ABA is a research-based intervention that emphasizes the importance of breaking skills down into small units through task analysis. New skills are taught through the use of reinforcement, shaping, prompting, and other specialized techniques.